The Collaborative Classroom is an intentionally designed environment in which academic learning is blended with cooperation and social development activities. Collaboration extends beyond traditional cooperation and compliance in Collaborative Classrooms, where students work together to solve problems. The purpose of this paper was to investigate the impact of collaborative learning on children with disabilities' sense of belonging in inclusive and special education settings. The research team used a control group design that included a pre-test and a post-test. The sample consisted of 120 children with disabilities ranging in age from 8 to 11 years’ old who attended schools in Gurugram. The feeling of coherence assessment tool was employed in this study. The 2x2 ANOVA and the t-test were employed to analyse the data in this study. When it comes to enhancing children's sense of belonging, collaborative learning has proven to be more effective than other approaches. In inclusive schools, collaborative learning has proven to be more fruitful in terms of all of the dependent variables.
Key words: Collaborative learning, Sense of Coherence, Children with Disability, Inclusion, Inclusive schools, Special schools
|
